THE EFFECT OF TEAM ASSISTED INDIVIDUALIZATION
METHOD ON STUDENTS’ ACHIEVEMENT IN WRITING
PROCEDURE TEXT
A THESIS
Submitted in Partial Fulfilment of the Requirements for the Degree of Sarjana Pendidikan
By
AYU PURNAMA SARI
Registration Number : 2111521003
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGE AND ARTS
ABSTRACT
Sari, Ayu Purnama. 2111521003. The Effect of Team Assisted Individualization Method on Students’ Achievement in Writing Procedure Text. A Thesis. English Department. Faculty of Language and Arts. State University of Medan. 2015
This study intended to find out the effect of Team Assisted Individualization method on students’ achievement in writing procedure text. It was conducted by using experimental research design. The population of this study was the first (X) grade students of SMA Ar-Rahman Medan. It consisted of 90 students with three parallel classes. Sixty students were chosen as the sample by using random sampling technique. There were two randomized groups, namely experimental group and control group. Class X-2 with 30 students became the experimental group while class X-1 with 30 students became the control group. The experimental group was taught by using Team Assisted Individualization method and the control group was taught by Two Stay Two Stray method. The instrument which was used for collecting the data was writing test. The data was analyzed by using t-test formula. The result showed that the mean score in experimental group is higher than control group, namely 81.46 for experimental group and 71.5 for control group. The value of tobserved (3.37) is higher than the value of ttable (2.004) (α = 0.05) with the degree of freedom (df) = 58. So, alternative hypothesis (Ha) was accepted and the Team Assisted Individualization significantly affected students’ achievement in writing procedure text.
ACKNOWLEDGMENT
All praises and the greatest thankfulness to almighty Allah SWT who has
blessed, given time, opportunity, health, and mercy to the writer in finishing this thesis entitled “The Effect of Team Assisted Individualization Method on Students’ Achievement in Writing Procedure Text” to fulfill the requirements for the degree of Sarjana Pendidikan (S.Pd) at English Department, Faculty of
Languages and Arts, State University of Medan.
In the process of writing this thesis, so many people that always assist,
support, prayers, suggest, help, advice, and motivate the writer. Therefore, the
writer would like to express her thankful and her sincere appreciation that directed
to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department as well as her Academic Consultant, Reviewer, and Examiner. Dra. Meisuri, M.A., the Secretary of English Department.
Nora Ronita Dewi, S.S., S.Pd., M.Hum., the Head of English Education Study Program.
Prof. Dr. Busmin Gurning, M.Pd., her Thesis Consultant I who has given his precious time to give valuable advice and guidance in the
process of writing this thesis.
Dr. Rahmad Husein, M.Ed., her Thesis Consultant II who has given many suggestion and guidance in the process of writing this thesis.
Dr. Anni Holila Pulungan, M.Hum., and Dr. I Wy Dirgeyasa, M.Hum., her Reviewers and Examiners who have given suggestion and comments. All the Lecturers of English Department who have taught and adviced
Eis Sri wahyuningsih, S.Pd., M.Pd., and Mr. Pantes the administration staffs of English and Literature Department who always helped the writer
during her academic year.
Mr. Martias, S.H., S.Pd., the Headmaster of SMA Ar-Rahman Medan who has given the permission to conduct the research in the school. And
also for students in X-1 and X-2 for their participation and attention during
the research.
Faisal. S. and Waljiani, her beloved parents who have given love, prayers, support, advice, suggest, motivation, financial support, and has
struggled so much for her. And also for her beloved younger brother
Rizky Fauzan Abdillah for the support and prayer.
Koko Aswatul Ikhsan, her special man that always give his time, support, motivation, and suggest to her.
Fahrunnisa Mariyam, Khalida Gustani Nasution, Karmila, Khairuni Syafitri, Rifa’atul Inayah, Phupuh Citra Dewi and Extention B 2011,
her best friends for helping, support, suggest, and so nice friendship.
Finally, the writer hopes this thesis can give the contribution to the English
Education students and also further pedagogical research.
Medan, September 2015
The Writer
Ayu Purnama Sari
TABLE OF CONTENTS
4. Characteristic of Genre Writing ... 15
5. Procedure Text ... 16
a. The Generic Structure of Procedure Text ... 17
b. Language Features of Procedure Text ... 17
c. Example of Procedure Text ... 18
6. Team Assisted Individualization Method ... 19
a. Elements of Team Assisted Individualization Method... 19
b. Advantages and Disadvantages of Team Assisted Individualization Method ... 21
c. Teaching Procedure of Writing by Using Team Assisted Individualization Method ... 22
7. Two Stay Two Stray Method ... 23
a. Advantage and Disadvantages of Two Stay Two Stray Method ... 24
1. The Population ... 34
2. The Sample ... 34
C. Technique for Collecting Data ... 35
D. The Procedure of Collecting Data ... 35
1. Pre-test... 35
2. Teaching Procedure (Treatment) ... 36
3. Post-test ... 38
E. Assessment and Scoring of Writing Test ... 38
F. The Validity and Reliability of the Test ... 40
1. The Validity of the Test ... 40
2. The Reliability of the Test ... 40
G. Technique of Data Analysis ... 41
H. Statistical Hypothesis ... 42
CHAPTER IV. DATA, DATA ANALYSIS AND DISCUSSSION ... 43
A.The Data ... 43
B. The Data Analysis ... 45
1. The Reliability of the Test ... 45
2. Test for Homogeneity of Variance... 45
3. Testing Normality ... 46
4. Analyzing the Data ... 47
5. Testing Hypothesis ... 47
C. Discussion... 48
CHAPTER V. CONCLUSION AND SUGGESTION ... 50
A.Conclusion ... 50
B. Suggestion ... 50
REFERENCES ... 51
LIST OF TABLES
Pages
Table 1.1 The Percentage of Students’ Writing Score in Grade X (X-3) ... 2
Table 2.1 How to Make of Salad Sandwich ... 18
Table 3.1 Research Design ... 34
Table 3.2 Teaching Procedure Text in Experimental Group ... 36
Table 3.3 Teaching Procedure Text in Control Group ... 37
Table 3.4 Scoring of Procedure Text ... 39
Table 4.1 Students’ Achievement Score in Pre-Test and Post-Test ... 44
LIST OF APPENDICES
Pages Appendix A. Writing Test for Pre-Test and Post-Test for
Experimental and Control Group ... 54
Appendix B. Students’ Score of Pre-Test and Post-Test of Experimental Group ... 55
Appendix C. Students’ Score of Pre-Test and Post-Test of Control Group . 56 Appendix D. Testing the Reliability of the Test ... 57
Appendix E. The Calculation of T-Test in Experimental Group ... 59
Appendix F. The Calculation of T-Test of Control Group ... 60
Appendix G. The Homogeneity of Variance of Pre-test in Experimental and Control Groups ... 63
Appendix H. Test for Distribution of Frequency in Experimental Group ... 65
Appendix I. Test for Distribution of Frequency in Control Group ... 69
Appendix J. Testing Normality in Experimental Group ... 73
Appendix K. Testing Normality in Control Group ... 77
Appendix L. The Calculation of the Mean and the Standard Deviation ... 81
Appendix M. Percentage Points of the T Distribution ... 85
Appendix N. Table of Normality from 0 to Z ... 86
Appendix W. Lesson Plan III Control Group... 127
Appendix X. Lesson Plan IV Control Group ... 133
CHAPTER I
INTRODUCTION
A. The Background of the Study
In English there are four skills that must be mastered especially by students,
they are listening, speaking, reading, and writing. Among all skills, writing is the
complex skill that must be learned seriously by the students, as there are so many
difficulties in writing.
Based on the rule of the government of Indonesia, the curriculum which is
used for this academic year is the school Level-Based Curriculum or it is known
as KTSP. KTSP is developed based on the condition of each school, the school
characteristic, sociocultural environment, and the learner characteristic. So, it
means that teachers in that school are given the freedom to be creative in
developing the students’ ability.
In the syllabus of KTSP, there are some genres which are learned for grade
X, such as recount, narrative and procedure. But in this study, the writer only
takes the procedure text as the observation that has been done before.
Based on the researcher’s observation in SMA SWASTA AR-RAHMAN
MEDAN in year 2015, the researcher found that almost all students in one year of
that schools have less enthusiastic and don’t pay more attention when the teacher
teaches them about writing. Furthermore, this situation is also caused by the
always uses Two Stay Two Stray method in teaching her students about writing,
and it makes the condition in the class become tedious.
The researcher encloses the students’ writing score in two semesters,
academic 2014/2015 which is gotten from Students’ Score List. The Minimal
Completeness Criterion is 70. Here is the students’ writing score in the first and
second semester.
Table 1.1 The Percentage of Students’ Writing Score in Grade X (X-3)
Semester KKM Score Students Percentage Mean
1st Semester
The percentage of students’ writing score like the data above shows that the
students that get score under KKM still high than students that get score above
KKM. The score of the students will always low if the condition in the class
doesn’t change be better and the method that teacher uses still same.
As according to Nunan (1999:271) writing is not a spontaneous skill or
acquired easily, in fact, it is viewed as ‘probably the most difficult thing to do in
language’. It means that, in learning writing, it is needed the seriousness to
express the idea to be the written based on the process and rules. A good writing
needs the mastery of vocabulary, grammar, spelling, punctuation, coherence and
the process to create an idea become a good one. If all of those are difficult to
Besides by looking the students’ writing score, the researcher also does the
observation by interviewing the teacher that teaches in grade X of SMA
SWASTA AR-RAHMAN MEDAN. From the interviewing, the writer gets some
conclusion why writing skill of the students in this school still low. The students’
are afraid of to start to put their idea in the writing form. They are afraid of how
the vocabulary, or the grammar is wrong. They are shy if their writing is not as
good as other students. They feel bored, so they don’t pay attention if the teacher
explain about the writing. They are still lack in the mastery of vocabulary,
grammar, and spelling. . The teacher often teaches by explaining the materials and
then tasks. The teacher always uses the method namely Two Stay Two Stray
method to teach writing.
Two Stay Two Stray method is a one of the method in cooperative learning
which students are divided into some groups consist of four-five students, then in
applying it, two students in each group have to go to other groups to find any
informations about the material, meanwhile the other students stay in their group
while discussing. This method make the students can change the information with
the other groups, so it can make them easily in doing their task and they can know
the material easily without ask to their teacher. But, if this method always be used
by the teacher in every teaching about writing especially procedure text, it can
make students become bored and they only will play when their teacher give them
the explanations and tasks. And finally students will never understand how to
write well, and the students will be hard to get the score over the minimum
To solve this problem, the writer will try to use one of the cooperative
learning; it is Team Assisted Individualization (TAI) method. Team Assisted
Individualization method is one of the method in cooperative learning which the
students must work in group to make a group project that has given by the teacher.
In this case, surely the students must be work in group to use their writing skill to
do all tasks about procedure text. This method uses system of heterogeneous
groups which in every group there are level of high, medium, and low in academic
accomplishment. Therefore, this method can make the students can unfold their
ideas without felt unencumbered, progress at their own rate, improve students’
intention, caring about and encouraging the progress of team-mates.
In this method, every group consists of four-five students, and in every
group, there must be student that has high accomplishment, so he/she can help
his/her students to solve the problem that they get from the assessment sheet that
they get. So, other students that still confuse about the material can be helped and
understand it. This is why the writer chooses this method to solve this problem
and this method is hoped can change the Two Stay Two Stray method that always
be used by the teacher in writing procedure text.
Based on the explanation above, the researcher expects that students’
achievement in writing procedure text taught by using Team Assisted
Individualization method are higher than taught by using Two Stay Two Stray
B. The Problem of the Study
Based on the background above, it will be necessary to formulate the problem
of this research as “Is there a significant effect of Team Assisted Individualization
method on students achievement in writing procedure text?”
C. The Objective of the Study
The objective of the study is to investigate if the students’ achievement
taught by Team Assisted Individualization Method is higher than the students’
achievement taught by Two Stay Two Stray Method in writing procedure text.
D. The Scope of the Study
There some genres which are learnt in this school, such as narrative, recount,
procedure, hortatory exposition, procedures. But this study will be focused on
writing Procedure Text through Team Assisted Individualization Method.
E. The Significance of the Study
Findings of the study will be expected to be useful for:
Theoretically
The result of this study can be the reference for other teacher so it can
enlarge and develop their knowledge about teaching method in teaching
writing especially writing procedure text.
a. The teacher can add this method as an alternative for teaching writing
procedure text.
b. The students can enlarge their ability in writing procedure text by
using this method.
c. Other researchers can use this method in teaching writing procedure
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of the data analysis, it was concluded that Team
Assisted Individualization method gave the significant effect to the students’
achievement in writing procedure text (t-observed > t-table, α = 0.05). Students
who were taught by using Team Assisted Individualization method became better
in writing procedure text than those taught by using Two Stay Two Stray method.
The calculation of t-test was 3.37 > 2.004 with df 58 and level of significance
0.05. Students achievement score in writing procedure also become higher after
they get treatment by using Team Assisted Individualization method, they are
braver, more pay attention, and more enthusiastic.
B. Suggestion
Related to the conclusion, some suggestions are offered by the writer as to
the English teachers that are suggested to apply Team Assisted Individualization
method in teaching learning process, especially in teaching writing because it can
help student become easier in understanding the material as their friend can help
them and also improve their self-confidence in writing a good text. And also it is
suggested to students to apply Team Assisted Individualization method in learning
writing because this method make them can discuss freely with their friends and
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